Child Dvp Chap 11

Front 1

productivity?

Back 1

property of language that permits humans to pro/ comprehend an infinite number of statements

Front 2

nativist theory?

Back 2

theory that stresses innate mech separate from cognitive processes

Front 3

surface structure?

Back 3

rules governing the way that words and phrases can be arranged

Front 4

deep structure?

Back 4

refers to inborn rules humans possess about the property of language (ability to decipher a phrase's meaning

Front 5

language acquisition device? (LAD)

Back 5

mech that allow young children to quickly acquire the language they are exposed to

Front 6

statistical/distributional learning?

Back 6

children can track regularities in language input

Front 7

language acquisition support system? (LASS)

Back 7

parents provide children w/ assistance in learning (importance of format = structured social interaction that commonly take place b/w BB and CG)

Front 8

phonology?

Back 8

study of speech sounds

Front 9

phonetic properties?

Back 9

different kinds of sounds that can be articulated by our vocal apparatus (lips, tongue...)

Front 10

phoneme?

Back 10

sound contrast that changes meaning

Front 11

phenomic properties?

Back 11

contrast in speech sounds that changes the meaning of what is heard

Front 12

categorical perception?

Back 12

ability to discriminate when two sounds represent 2 diff phonemes (meaning) or when they lie w/in the same category.

Front 13

cooing?

Back 13

2 months old pro one syllable vowel

Front 14

reduplicated babbling?

Back 14

stage in preverbal period, at 6 months when infant produces strings of identical sounds (end of 1st yr, combination of diff sounds = speechiness, resembles adult speech)

Front 15

babbling drift?

Back 15

hypothesis that infants gradually gravitate toward the language they are hearing and will soon speak

Front 16

communicating requests?

Back 16

(8-10 mts) infant begins to use gestural responses for communication requests

Front 17

referential communication?

Back 17

talking about something in the environment (refer to it)

Front 18

naming explosion?

Back 18

around 18 months, children suddenly begin to acquire new words at a high rate

Front 19

referential style?

Back 19

children pro nouns-first mode and object label (focus on informational functions- girls, first borns)

Front 20

expressive style?

Back 20

includes a larger mix of words, emphasizes a pragmatic function of language. (more concerned w/ interpersonal uses)

Front 21

influential model?

Back 21

stresses the contexts in which language learning takes place and the interplay of biological/enviro factors

Front 22

contextual model?

Back 22

stresses the transactional nature of dvp (gender/birth may affect the type of language environment)

Front 23

overextension?

Back 23

early language error in which children use labels they already know for things whose names they do not yet know (more frequent in pro)

Front 24

underextension?

Back 24

child fails to apply labels they know to things for which the labels are appropriate (more frequent in comprehension)

Front 25

coining?

Back 25

child's creation of new words to label objects for which the correct label is unknown

Front 26

holophrase?

Back 26

single word used to express a larger idea

Front 27

syntactic bootstrapping?

Back 27

children use syntactic cues to infer the meaning of words

Front 28

fast mapping?

Back 28

children as young as 3 yr old can sometimes acquire at least a partial meaning of a word after only one exposure

Front 29

assumption/constraints?

Back 29

rule out many false possibilities and thus permits child to acquire the meanings of new words quickly

Front 30

lexical contrast theory?

Back 30

theory of semantics that states:
1) children automatically assume that a new word has a meaning diff from any other word they know
2) children always choose a word meaning that is generally accepted over a more individualized one

Front 31

principle of mutual exclusivity?

Back 31

children assume that an object can only have one name

Front 32

grammar?

Back 32

word order (syntax), inflections (endings added to words to modify their meanings), intonation

Front 33

overregularization?

Back 33

applying rules to nouns/verbs that have irregular forms

Front 34

semantic bootstrapping?

Back 34

children use semantic cues to infer aspects of grammar

Front 35

operating principle?

Back 35

hypothetical innate strategy for analyzing language input and discovering grammatical structure (pay attention to words of others, avoid exception, pay attention to ends of words)

Front 36

learning making capacity?

Back 36

Slobin - set of strategies that underlie the acquisition of language

Front 37

competition model?

Back 37

strategy children use for learning grammar in which they weight the possible cues in terms of availability and reliability

Front 38

imitations?

Back 38

expanded imitation= child adds something to an utterance tat was just heard
selective imitation= child imitates general form of language structure but uses diff words

Front 39

expansion?

Back 39

repetition of speech in which words are corrected and statement is elaborated

Front 40

recasts?

Back 40

response to speech that restates it using a diff structure

Front 41

clarification question?

Back 41

response that indicates that the listener did not understand the statement

Front 42

pragmatic?

Back 42

study of social uses of language

Front 43

speech acts?

Back 43

speech used to perform pragmatic functions (requesting, complaining)

Front 44

social referential information?

Back 44

form of communication in which speaker sends a message that is comprehended by a listener.

Front 45

common ground?

Back 45

information shared by the speaker and listener